Missouri State University

1810 Literacy Center Coordinator, Institute for School Improvement (ISI)

POSITION IDENTIFICATION

TITLE Literacy Center Coordinator, Institute for School Improvement (ISI)

CLASSIFICATION NUMBER 1810

GRADE 42

CLASSIFICATION Exempt
 
IMMEDIATE SUPERVISOR Head, Institute for School Improvement
 
MAJOR ADMINISTRATOR Provost
 
GENERAL FUNCTION
 
The Literacy Center Coordinator develops, implements, and evaluates a variety of programs and projects that promote family literacy throughout southwest Missouri. The Coordinator networks with University reading faculty, community groups, organizations, the Ozark’s Literacy Council, and area P-12 schools to provide these programs to children and families and seeks grants to fund literacy projects. The Coordinator may also supervise and manage a number of special projects as assigned to promote goodwill between families and school children in southwest Missouri and beyond.
 
MINIMUM ACCEPTABLE QUALIFICATIONS
 
Education: A Bachelor’s degree is required; a Master’s degree is preferred. Whether the degree is a Bachelor’s or a Master’s, a degree related to the field of Education is also preferred.
 
Experience: Previous experience in a literacy-related field is required, preferably in working with or coordinating literacy-based programs, is required. Experience working with children, families, and community groups/organizations is required. Familiarity with university policy is preferred.
 
Skills: The ability to manage, both independently and with a team, the details associated with program coordination and the ability to manage several projects simultaneously is required. Strong written and verbal communication skills are required.
 
Effort: Requires the ability to carry materials weighing up to 50 pounds, including laptop computers, boxes of paper, and other research materials as necessary. Requires some local travel throughout southwest Missouri and the willingness and ability to find and write grant proposals in response to RFPs.
 
Other: May require some evening and weekend work.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES
 
1. Ensures the effective operation of the Literacy Center arm of the Institute for School Improvement by effectively and efficiently carrying out the literacy-based initiatives as directed by the Institute for School Improvement.
 
2. Contributes to the success of the Institute for School Improvement’s ongoing effort to establish partnerships by serving as a liaison to the educational community and networking with area community agencies interested in literacy initiatives such as the Ozark’s Literacy Council and others.
 
3. Assists in achieving the University’s mission in Public Affairs by monitoring funding opportunities for projects that would augment existing initiatives as well as provide opportunities for new projects focused on furthering the understanding of effective literacy-related issues.
 
4. Assures efficient operation of the various projects by monitoring the work of assistants and reporting any problems or changes necessary to meet deadlines and to produce high quality literacy programs.
 
5. Remains competent and current through self-directed professional reading, developing professional contacts with colleagues, attending professional development courses, and attending training and/or courses as required.
 
6. Contributes to the overall success of the University’s mission by performing other essential duties and responsibilities as assigned.
 
SUPERVISION
 
The Literacy Center Coordinator is supervised by the Head, Institute for School Improvement and supervises student assistants, graduate assistants, and others, as appropriate.
 
OFFICE OF HUMAN RESOURCES
APRIL 2007

JOB FAMILY 4

Factor 1: Professional Knowledge, Skill, and Technical Mastery

Level 2 - 900 Points: Entry-level professional knowledge of the principles, concepts, practices, and methods of non-technical administrative and managerial functions. Knowledge permits the employee to carry out basic recurring tasks and routine portions of assignments or to carry out less demanding professional elements of assignments in areas including communications, social sciences, art and design, education, and related functions while gaining in familiarity with the University's policies and goals, business practices and/or accounting systems. This level of knowledge permits the employee to schedule and carry out the steps of a limited operation or project to complete stages of a multi-phase project. Knowledge at this level is typically acquired through a combination of formal education and/or training and experience that includes a requirement for a college degree in an unspecified field or a specific background in a non-technical area. Knowledge requirements may also include a limited amount of related work experience.

Factor 2: Supervisory Responsibility

Level 1 - 50 Points: Typically, little, if any, supervision of others is required. The job may require irregular but occasional responsibility to direct the work of student workers and/or temporary or part-time workers. The nature of supervision is largely confined to assigning tasks to others and does not include a full range of supervisory responsibilities. The amount of time spent on directing the work of others is normally a small portion of total work time.

Factor 3: Interactions with Others

Level 3 - 250 Points: The purpose of interactions is to advise or counsel others to solve recurring and structured problems, and/or to plan or coordinate work efforts with other employees who are working toward common goals in situations where relationships are generally cooperative. Interactions are moderately structured and routine and may involve employees in different functions, students, and/or the general public. These types of interactions require normal interpersonal skills.

Factor 4: Job Controls and Guidelines

Level 2 - 250 Points: The employee carries out a group of procedures using the general methods and desired results indicated by the supervisor. Typically, standard operating procedures, handbooks, and/or reference manuals exist for most procedures, but the employee must select from the most appropriate of several guidelines and make minor adjustments to methods. Unforeseen situations are normally referred to others for resolution. Assignments are related in function and objective, but processes, procedures, or software varies from one assignment to another. Based on the assignment, the employee uses diverse, but conventional, methods, techniques, or approaches. Employees in jobs at this level may perform work that is moderately complex, but normally performed within a fairly narrow and specific functional area.

Factor 5: Managerial Responsibility

Level 3 - 850 Points: Work involves providing significant support services to others both within and outside of the department that substantially influences decision-making processes. Work activities are complex and others rely on the accuracy and reliability of the information, analysis, or advice to make decisions. Work activities have a direct, but shared, impact on further processes or services, affect the overall efficiency and image of the department, and may have material impact on costs or service quality within the cost center. Incumbents may be responsible for identifying areas of need and for developing proposals that request funding to fulfill those needs.